Strategic Program Mapping for Assessing EOF Services and Outcomes

1. Susan DeMatteoJune 13, 2013 Putting EOF on the Map!Mapping Strategies for Assessment Design

2. Agenda • Develop student outcomes. • Identify EOF service components that support them. • Align student outcomes to EOF service components.

3. Agenda • Determine appropriate assessment measures. • Develop a long-term assessment plan.

4. What is Program Mapping? A process for showing outcomes-integration at the program and service levels to determine whether all students in the program are getting sufficient opportunities to achieve all intended learning and success outcomes.

5. What is Program Mapping? Its purpose is to identify any areas in the program that are not being adequately and/or consistently delivered to all students and to assist service providers in making the necessary changes to the program as a result of the information obtained in the map.

6. What is Program Mapping? • Table Format • Communicate the history of program assessment

10. OPPORTUNITY FOR A NEW MILLENNIUM: EOF Planning Report (1997) “Each institution must develop broad long term (3 -5 year) goals and desired outcomes for its EOF Program”

11. EOF: CAS Standards http://www.cas.edu/index.php/standards/

12. Outcomes EOF Guiding Principles: • Promoting access • Preserve college affordability

13. Outcomes • Promoting student success • Provide early intervention, including greater articulation and collaboration with the K-12 community and pre-college programs. • Connect education with the world of work. • Prepare EOF students for majors in which they are under-represented. • Close the outcomes gap between EOF students and others.

14. Outcomes • Enhancing quality • Collaborate with faculty and academic administrators to promote student learning for under-represented students. • Advocate for under-represented students to faculty and academic administrators to promote student learning.

15. Outcomes • Maintaining accountability • Demonstrate the achievement of student outcomes to internal and external stakeholders.

16. Delivery of Outcomes EOF Service Components

17. Alignment Outcomes to Services

18. Alignment Consideration • Is every learning outcome supported by your services? • If not, why? Is it central to your mission? • Does everything you do support your learning outcomes? • If not, why? What’s missing?

19. Long-term planning Determine your assessment cycle. • Can everything be assessed over five years? • How many years between data collections?

20. Long-term planning Determine opportunities for assessment. • Are there assessments naturally occurring at regular intervals? • If not, where and when do measures seem the most feasible to implement?

21. Long-term planning Determine required resources. • Who is empowered to make decisions on action items, timelines, and responsible parties? • What resources will you need (e.g. financial, staff, time, facilities, technology, etc…)

22. Discussion

23. E-Mail Susan DeMatteo susandematteo123@comcast.net

24. References Opportunity For A New Millennium: EOF Planning Report (1997). New Jersey Commission on Higher Education . Retrieved online. Middaugh, Michael, F. (2010). Planning and Assessment in Higher Education: Demonstrating Institutional Effectiveness. San Francisco, CA: Jossey-Bass. Student Learning Assessment—Options and Resources. (2nd ed. 2007). Philadelphia: Middle States Commission on Higher Education, pp. 27-53. Student Learning Outcomes Plan—A Culture of Assessment, September 2007. Walvoord, B. E., & Anderson, V. J. (1998). Effective grading. San Francisco, CA: Jossey-Bass.